Leading in the middle management minefield

Author(s):

Coral Pepper(presenting / submitting)Wendy Giles(presenting)

Conference:

ECER 2012

Network:

26. Educational Leadership

Format:

Paper

Session Information

26 SES 10 C, Educational Leadership

Parallel Paper Session

Time:

2012-09-20

15:30-17:00

Room:

FFL - Aula 24

Chair:

Simon Clarke

Contribution

In our paper we will present a small study comprising case studies that describe stepping into the role of leading learning and teaching in tertiary institutions (for example; Associate Dean of Learning and Teaching in the Australian context) and compare these experiences with those of European colleagues. Both authors accepted similar leadership positions during 2011 and wanted to understand whether Australian experiences of middle management tertiary leadership were unique to our context or whether they were also typical of the international experience. We therefore approached national and international colleagues with requests for interviews to discuss their perceptions of the role of leading tertiary learning and teaching. Our presentation promotes educational research to enhance the comprehensive development of global academics.

Method

Our educational research involved the construction of narratives from semi-structured interviews. Interviews were conducted with Associate Deans (Academic Programs) to gather information about participants’ perceptions of stepping into the role of leading learning and teaching in tertiary institutions. Collecting data in this form ensured we obtained information describing ‘the lived experience’ from participants and enabled us to develop case studies (Clandinin and Connelly, 2000; Pepper and Wildy 2009). Narrative accounts as components of case studies also satisfy the criteria for ‘good educational research’ as they contribute to peoples’ wellbeing (Hostetler, 2005). To ensure international comparisons were possible we interviewed both Australian and European colleagues before completing a comprehensive literature review of the publications reporting on the role (Bryman, 2008, Fried and Zirakzadeh, 2009; Fullan, 2001; Inman, 2011; Lefoe et al, 2008; Parrish and Southwell, 2008; Ramsden et al 2007, Thornton et al., 2011 ).

Expected Outcomes

We wanted to know how Associate Deans (Academic Programs) perceive their role as leaders of learning and teaching in higher education and whether their perceptions are internationally consistent. We found three central issues facing middle management tertiary leaders regardless of their setting. There were firstly; being pressured from a superior authority (super-ordinate) in addition to feeling pressured by colleagues and sub-ordinates, secondly; being busier with more accountability and less power than initially perceived and, thirdly; being expected to implement policy change with little input to, and ownership of, the decision. As a small study our research has provided us with some answers and yet also raises more questions for future investigation-perhaps based on a large scale international survey among middle level tertiary leaders (Associate Deans).

References

Bryman, A. (2008). Effective leadership in higher education: a literature review, Studies in Higher Education, 32(6), pp 693-710. Clandinin, D.J. and Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers. Fried, A. and Zirakzadeh, C. (2009). Preparing to fight the good fight: Advice from two associate deans to faculty friends, PS Political Science and Politics, January 2009, pp149-153. Inman, M. (2011). The journey to leadership for academics in higher education, Educational Management Administration and Leadership, 39(2) pp.228-241. Fullan, M. G. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Hostetler, K. (2005). What is ‘Good’ educational research? Educational Researcher, 34(6), pp. 16-21. Parrish D. and Lefoe, G. (2008). The development of leadership capacity in higher education, Sydney: Report for the Australian Learning and Teaching Council. Pepper, C. and Wildy, H. (2009). Using narratives as a research strategy, Qualitative Research Journal, 9(2), pp. 18-26. Ramsden, P., Prosser, M., Trigwell, K. and Martin, E. (2007). University teachers’ experiences of academic leadership and their approaches to teaching, Learning and Instruction, 17 pp.140-155. Southwell, D., West, D and Scoufis, M. (2008). Caught between a rock and several hard places: Cultivating the roles of the Associate Dean (Teaching and Learning) and the Course Coordinator, Sydney: Report for the Australian Learning and Teaching College. Thornton, S., Giles, W., Prescott, D., and Rhodes, D. (2011). Exploring the mathematical confidence of Indigenous pre-service teachers in a remote teacher education program., Mathematics Education Research Journal, 23(2), 235-252. DOI 10.1007/s13394-011-0013-4

Author Information

Coral Pepper (presenting / submitting)

Edith Cowan University, Australia

Wendy Giles (presenting)

Edith Cowan University

FRPS

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